| We, at our young age, should be treated
| |
| | and promoting emotional literacy is a
|
| by our parents, as well as people around,
| |
| | 'soft option'. They feel that the values
|
| not as if we're little kids, but adults
| |
| | behind the teaching might be more lenient
|
| who have their own point of view and are
| |
| | in the way bullies are dealt with. I feel
|
| able to express our feelings and
| |
| | that when you look at the reasons behind
|
| thoughts. In the same way that we talk
| |
| | bullying you tend to find it is because
|
| about ourselves as being able to read and
| |
| | the children concerned cannot express
|
| write; being literate, so too, we all
| |
| | their emotions. They find the easiest way
|
| have varying degrees of emotional
| |
| | to deal with things is to hit out.
|
| literacy. The degree, to which we are
| |
| | Basically the bully is emotionally
|
| emotionally literate, therefore reflects
| |
| | illiterate.
|
| the degree to which we are able to
| |
| | I would like to examine for this essay a
|
| recognize, understand, handle and
| |
| | project that has taken place at the local
|
| appropriately express our emotions. Just
| |
| | school where I am employed. We had a
|
| like any other type of literacy, some of
| |
| | problem with bullying in our older
|
| us are better at it than others.
| |
| | classes and worked with 4 Year 6 pupils
|
| Schools and parents tend to look at only
| |
| | who had a history of quarrelling and
|
| one part of a child's life. When we look
| |
| | victimizing other pupils. Our main aims
|
| at a child's mental and emotional well
| |
| | were to help the pupils deal with their
|
| being we have to look at the whole
| |
| | feelings, take into consideration the
|
| picture. One of the main factors here is
| |
| | feelings of other people, develop their
|
| the child's quality of life. Services and
| |
| | emotional literacy and learn new ways of
|
| parents alike often simply try to meet
| |
| | behaving and managing their emotions. The
|
| children's basic needs such as how happy
| |
| | children were managed by a senior teacher
|
| they are, what they own etc, but when we
| |
| | who had over 20 years experience. She was
|
| are looking at their quality of life we
| |
| | managed by the school SEN co-coordinator
|
| need to do much more than this. We should
| |
| | and also the head teacher. It is very
|
| be looking at helping them fulfill their
| |
| | hard for a pupil, who is not emotionally
|
| full potential.. Whilst we may think our
| |
| | literate to express how they feel so
|
| child's quality of life is good i.e. they
| |
| | puppets were used for role play, movement
|
| have all of the latest games, trainers,
| |
| | and dance were used for enabling them to
|
| clothes we may actually be lowering this
| |
| | access feelings in a less threatening way
|
| by not giving them enough independence or
| |
| | than through talking. Art was also used
|
| taking their views as seriously as we
| |
| | and the pupils were asked to paint or
|
| should.
| |
| | draw how they were feeling. Relaxation
|
| During reading I carried out an activity
| |
| | techniques were also introduced at the
|
| that involved looking at sources of
| |
| | end of each session teaching the children
|
| emotional and mental stress. Those I
| |
| | ways of letting off steam rather than
|
| listed that could cause ill-health
| |
| | hitting out or shouting. Results were not
|
| amongst adults were - stress at work,
| |
| | expected immediately but as it was some
|
| money worries, bad or broken
| |
| | of the children appeared to be happier
|
| relationships, being a single parent and
| |
| | and more relaxed fairly quickly. We know,
|
| having the ability to be able to fit in
| |
| | as a school that the project needs to be
|
| at work/in your social life. Although
| |
| | ongoing. These children and many others
|
| these were the problems I thought of,
| |
| | after them will need support over a
|
| they could easily be adapted to the life
| |
| | period of time.
|
| of my 6 year old daughter but in a
| |
| | Although schools have an important role
|
| different context. Whilst I try and gloss
| |
| | to play in the development of emotional
|
| over a lot of the problems I may have so
| |
| | literacy, the home is the most important
|
| as not to affect her I am sure she is
| |
| | source of training for children. Children
|
| acutely aware of what is going on. By
| |
| | who come from homes where emotional
|
| trying to shield her from these worries,
| |
| | literacy is promoted tend to tolerate
|
| I and many other parents like me could
| |
| | frustration better, get into fewer
|
| actually be suppressing opportunities for
| |
| | fights, and have greater academic
|
| our children to develop ways of dealing
| |
| | achievement. Ways of introducing
|
| with such tensions, thus improving their
| |
| | emotional literacy into the family would
|
| quality of life and helping them to
| |
| | be giving people in the family choices,
|
| become emotionally literate.
| |
| | letting them be heard and using
|
| As I have mentioned briefly above it is
| |
| | everyone's strengths (even if they are
|
| not only adults who have problems,
| |
| | the youngest member of the family).
|
| children have to cope with serious
| |
| | Being emotionally literate is not only
|
| adversity as well. How they cope with
| |
| | beneficial as a way for children to
|
| this adversity can be linked to the way
| |
| | express their emotions. Studies have been
|
| in which they are taught to express their
| |
| | carried out and one of the main reports
|
| emotions and talk about problems.
| |
| | in this field The Mental Health
|
| Negative coping strategies include things
| |
| | Foundation Report The Big Picture.
|
| like ignoring the problem, blaming
| |
| | Promoting children and young people's
|
| themselves and wishing it away. In this
| |
| | mental health (1999) stated that
|
| situation the child would be keeping
| |
| | emotionally literate children are less
|
| everything in, taking the strain on
| |
| | likely to experience mental health
|
| themselves and possibly harboring any
| |
| | problems in the long term. The report
|
| guilt.
| |
| | also stated that emotional literacy is
|
| Keeping all of these emotions shut up
| |
| | gained from a combination of schools,
|
| inside would obviously affect their
| |
| | parents and wider social networks. The
|
| emotional and mental health now and in
| |
| | point they are making is that due to
|
| the future. A child who has been taught
| |
| | today's environment with children being
|
| to talk about his/her problems becomes
| |
| | frightened of abuse, the fears on our
|
| resilient. They know how to express their
| |
| | modern roads and the fact that the
|
| emotions and deal with the problem.
| |
| | extended family is no longer as tight
|
| Rather than finding all of the negative
| |
| | knit as it once was, children are not
|
| points they tend to look for a 'silver
| |
| | used to making and consolidating
|
| lining' and deal with this in a way that
| |
| | friendships and dealing with conflict as
|
| solves the problem. They manage to grow
| |
| | they once were. They are not used to
|
| up to be happy, healthy and 'together'.
| |
| | taking risks or playing team games. They
|
| Just like 'traditional' forms of
| |
| | see the implementation of emotional
|
| literacy, emotional literacy starts with
| |
| | literacy as a wide scale project. As I
|
| simple learning of concepts and skills.
| |
| | mentioned earlier schools would have to
|
| Teaching children how to listen to
| |
| | start looking at the whole child i.e. its
|
| others, how to empathies (recognize and
| |
| | health and mental health as well as the
|
| understand other people's feelings) and
| |
| | academic side and mental health agencies
|
| also how to recognize and listen to their
| |
| | would have to start making provision to
|
| own is a key factor in the 'teaching' of
| |
| | cover the development of initiatives in
|
| emotional literacy. Children who are
| |
| | this area.
|
| emotionally competent have an increased
| |
| | Emotional literacy is an important area
|
| desire to learn and to achieve, both
| |
| | in childhood and something that should be
|
| within school and without. They are
| |
| | promoted. Teaching children emotional
|
| likely to be passionate and curious,
| |
| | literacy along with the 'normal' literacy
|
| self-confident and stable.
| |
| | and numeracy they are taught in the
|
| In the London Borough of Enfield, primary
| |
| | school and home environment will surely
|
| schools have started up 'nurture groups'
| |
| | make the likelihood of them achieving
|
| for any children showing signs of
| |
| | maturity, balance and a higher skill
|
| emotional and behavioral problems.
| |
| | level earlier in life much greater. In
|
| Nurture groups are special classes and
| |
| | business employees are being encouraged
|
| provide a structured and predictable
| |
| | to work in ways that require high levels
|
| environment. These groups encourage the
| |
| | of interpersonal skills. Emotionally
|
| children to trust adults and to learn.
| |
| | literate adults can be more successful in
|
| The staff in the nurture groups have
| |
| | their chosen careers and in their
|
| backup from the LEA's advisory staff and
| |
| | personal lives.
|
| parents are regularly involved in
| |
| | Children need to be given practice at
|
| informal sessions and discussions about
| |
| | dealing with adversity and taught how to
|
| their child's progress. (As you can see
| |
| | take it in their stride. They need to be
|
| from this example there is a wide network
| |
| | able to deal with the problems that life
|
| of support for the pupil/child. They have
| |
| | can throw at them and talk about the
|
| back up from their teachers who also
| |
| | feelings they have in an honest and
|
| speak and consult with their parents, but
| |
| | truthful way. In today's modern society
|
| on a wider scale the school has back up
| |
| | we tend to be slightly over-protective,
|
| from the Local Education Authority.
| |
| | sometimes justifiably so, but our
|
| Highfield Junior School in Plymouth is a
| |
| | children need to find ways of coping with
|
| school that has introduced a new code of
| |
| | problems and developing ways of dealing
|
| discipline to promote positive behavior.
| |
| | with difficult situations, they need to
|
| Circle time was introduced to try and
| |
| | become resilient. They cannot do this if
|
| build up group rapport, identify as a
| |
| | they are shielded from problems. By
|
| class, the needs and strengths of all
| |
| | promoting emotional literacy in the home
|
| members, offer solutions and support to
| |
| | and school environment we will be
|
| an individual when they have a problem
| |
| | strengthening the children of our future
|
| such as bullying and to try and solve any
| |
| | and hopefully creating a calmer and more
|
| disputes through group discussions.
| |
| | emotionally literate workforce.
|
| Some parents tend to think that valuing
| |
| |
|
